Multiple Genres: Identifying the Use of Literary Devices and Points of View (TEKS.ELA.7.9.E)
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Texas 7th Grade ELA › Multiple Genres: Identifying the Use of Literary Devices and Points of View (TEKS.ELA.7.9.E)
I dipped my paddle into the San Marcos River just as the sun slipped behind the cypress trees. The water ran cold over my wrists, and the current tugged like a friendly dog, urging me forward. Tío Rafa had warned me about the bend where the water deepened, but I wanted to see the spring for myself. My kayak nosed past a tangle of roots, and minnows scattered like silver confetti. Somewhere on the bank, a cicada buzzed so loudly it sounded like a tiny engine. I told myself I wasn't nervous, but my hands tightened, and the paddle clacked against the hull. A shadow moved under the surface, and my breath snagged. Maybe it was just a log. Maybe. I glanced back toward the launch, where Tío's truck was a small square of red between the pecan trunks. If I turned around, he'd shake his head and smile that patient smile. If I kept going, I'd have something to tell him—if I didn't tip first.
Which point of view is used in this passage, and how does it affect the reader's understanding of events?
Third-person omniscient; the narrator knows everyone's thoughts, so we understand more than the characters and feel less suspense.
First-person point of view, but it gives full knowledge of all characters, so the danger is clearly explained.
First-person point of view; we experience the river through the narrator's feelings and are limited to what the narrator perceives, which builds suspense.
Use of foreshadowing; the narrator hints that a future event will happen, so the focus is on predicting the ending rather than perspective.
Explanation
The passage uses first-person pronouns (I, my) and shares only the narrator's perceptions and emotions. This limits information about other characters or what's under the water, creating suspense by controlling what readers know.
Maya pressed her palm to the cool metal door and listened. The gym on the other side should have been empty; the last bus had pulled away an hour ago. Still, something thumped inside—soft, then still, like a heartbeat. She swallowed and told herself it was just the old scoreboard settling. Her backpack strap cut into her shoulder as she shifted her weight. The janitor had waved goodnight from the parking lot; no one else had keys. Another sound, a scrape this time, skittered across the floor. Maya pictured the loose bleacher plank that always slid out during pep rallies. Her fingers felt slippery on the doorknob. If she opened the door and it was nothing, she'd laugh about it tomorrow. If it wasn't nothing, she didn't want to stand in the dark hallway to find out. She counted to three, letting her breath out between numbers, then turned the handle. The door creaked, and the smell of rubber and dust rolled out. A mop leaned against the wall, shadow stretching long. The scoreboard lights were dark. Something small fluttered near the rafters.
Which point of view is used in this passage, and how does it shape the reader's experience?
Third-person limited; we follow only Maya's perceptions and thoughts, which creates suspense because we don't know what's making the sounds.
First-person; the narrator speaks as I to tell us exactly what the noise is.
Third-person omniscient; the narrator tells the reader what all characters are thinking, removing mystery.
Flashback; the scene jumps back in time to explain the gym's history rather than control perspective.
Explanation
The narrator uses third-person pronouns (she) but shares only Maya's thoughts and observations. Because we don't access any other mind or the cause of the sounds, the limited perspective heightens suspense.
Coach Alvarez tapped his clipboard as the scoreboard ticked down the last minute. He knew the inbounds play would work if Jalen stopped rushing his first step. Jalen bounced on his toes, stomach fluttering, wishing his hands would stop shaking. He remembered the last game, the rim spitting his shot back like a bad joke. In the bleachers, Lena traced the edge of her ticket and tried not to think about her algebra quiz; she wanted to see her brother sink this one. The referee glanced at the possession arrow and debated whether to warn the bench again about stepping onto the court. Outside the gym doors, rain began to drum, a storm that would cancel the bus route if it grew worse. The ball slapped into Jalen's palms. Coach smiled because he saw Jalen set his feet. Lena leaned forward, certain she'd hear the swish. The whistle stayed silent. Jalen exhaled, and for a beat everyone shared the same thought—this time.
Identify the point of view and explain how it affects what the reader understands about the moment.
Third-person limited, following only Jalen's thoughts to build suspense about the final shot.
First-person point of view; the narrator uses I to describe what it felt like to shoot.
Use of imagery; sensory details paint the scene instead of any perspective choice.
Third-person omniscient; the narrator reveals the thoughts of multiple characters and background events, helping readers understand everyone's stakes.
Explanation
We enter the minds of Coach, Jalen, Lena, and even the referee, plus broader context about the storm. That all-character access is third-person omniscient, which gives readers a fuller picture of motivations and tension.
Smoke coiled above the fairgrounds, hanging under a white tent. Teams in matching aprons lifted lids, and bursts of steam rolled out. A judge paused at Booth 14, wrote in a small booklet, and set a rib back on the tray. Ben adjusted the vents on his barrel smoker and wiped his hands on a towel. He turned a slab, pressed the surface with tongs, then leaned close to watch for a sheen. Across the aisle, a woman fanned a charcoal basket while another sprinkled seasoning from high above. A radio crackled somewhere, then clicked off. The judge returned, picked up a slice of brisket, and chewed slowly. Ben watched the judge's face, then stepped back to cut another sample. The wind nudged a stack of paper boats; one skidded along the table until a hand caught it. The judge nodded once, moved to the next booth, and tapped the pencil twice against the booklet. Ben set the knife down and tightened the lid until the smoke thinned.
Which point of view is used here, and how does it shape the reader's understanding of the cook-off?
Third-person limited; the narrator reveals Ben's worries and thoughts as he cooks, focusing the reader on his inner conflict.
Third-person objective; the narrator reports only observable actions and details without entering anyone's mind, so readers must infer feelings from behavior.
First-person point of view; the narrator uses I to describe the cook-off, making it personal and subjective.
Second-person; the narrator addresses you to give step-by-step instructions about smoking brisket.
Explanation
The passage reports only actions, dialogue-free details, and sensory observations without any character's inner thoughts. That objective stance makes readers infer emotions from what people do and how they act.
I pressed my palms to the cool metal bleacher as the stadium lights blinked on over our small West Texas town. The band's first drumroll rattled through my chest, and the smell of chili powder from the concession stand tangled with the dust the wind kicked up. Dad shouted for the Coyotes, and I shouted too, even though my voice shook. Coach had moved me up from junior high to return punts for homecoming. I kept replaying the signal in my head—two waves meant left, one meant right—but the field looked bigger than it ever had. Mrs. Luna from the bakery waved a foam finger at me, and I pretended I didn't see, because my hands were already sweating. When the kickoff finally sailed, the ball spun toward me like it had eyes. For a heartbeat, everything went silent, except my own thoughts: Don't drop it. Don't. I could feel thousands of eyes, but I couldn't tell what anyone else was thinking—only the thud of my cleats and the pounding in my ears.
Which point of view is used in this excerpt, and how does it affect your understanding of the events?
Third-person omniscient; it reveals the thoughts of all characters, so there's little suspense.
Third-person objective; it neutrally reports only observable facts, letting readers judge without bias.
First-person subjective; it limits information to the narrator's personal thoughts and feelings, creating intimacy and uncertainty.
Use of imagery; vivid sensory details set the scene, which is a literary device rather than point of view.
Explanation
The excerpt uses first-person subjective point of view ("I"), so readers only know the narrator's emotions and limited knowledge. Authors choose this to control access to information and create closeness and suspense.
On Monday morning, Maya found the display board missing from the science lab. The trifold she had stayed up late to finish—gone. Mr. Alvarez rubbed his temples and told the class to sit, but Maya barely heard him. She scanned the counters, the cabinets, the trash can. Her mind swarmed with names. Jaden had joked about "borrowing" a title last week. Kira, who sat near the door, was humming and doodling like nothing happened. The clock ticked too loud. When Mr. Alvarez announced that projects would be presented after lunch, Maya's stomach knotted. She pictured the empty table and the way everyone would look at her. She checked under the sink and almost knocked over a stack of beakers. Nobody in the room looked guilty. Or maybe they hid it well. When the bell rang, Maya lingered, hoping the thief would slip, but all she got was a glimpse of Jaden's backpack, zipped tight. She wished she could zip her doubts just as easily.
What point of view is used, and how does it shape the reader's understanding of the situation?
Third-person limited (subjective); readers know only Maya's thoughts, which creates suspense about other characters' motives.
First-person; the narrator uses I to speak directly, giving us their personal voice and full access to their feelings.
Third-person omniscient; the narrator shares everyone's thoughts, removing most of the surprise.
Foreshadowing; the passage mainly hints at future events rather than establishing point of view.
Explanation
This is third-person limited focused on Maya; we see her thoughts but not others'. Authors use this to control information and build suspense around what other characters know or intend.
By late afternoon in the Hill Country, the river ran low and clear over limestone, and the cypress roots clutched the bank like old hands. Elena skipped stones and counted the skips; she told herself she would throw the last one only when her dad's truck appeared on the dusty road. She did not know he had stopped two miles back to help a rancher pull a calf; she only felt the prickle of worry when shadows lengthened. Her brother Mateo sat on the cooler and pretended not to watch her, but he was thinking about the brisket resting under foil and whether there would be enough tortillas. Long before either of them was born, their grandma had brought their mother here after a storm washed away a footbridge, and the family had made a quiet promise to meet by the river whenever the fields cracked with drought. This summer's heat had broken records three counties over. As a cloud bank built beyond the ridge, a heron lifted, and both children looked up, hopeful for rain, each imagining a different first drop.
Identify the point of view and explain how it affects the reader's understanding.
First-person; the narrator speaks as I, so we only get one character's personal account.
Third-person limited; the narrator reveals the inner thoughts of just one character.
Third-person objective; the narrator reports only actions and dialogue without thoughts.
Third-person omniscient; the narrator reveals multiple characters' thoughts and provides background the characters don't know, giving readers broader insight.
Explanation
The narrator shares Elena's and Mateo's thoughts and adds family and regional context the children don't know. Authors use omniscient point of view to give readers wider information than any single character has.
At lunch, the cafeteria buzzed with the clatter of trays. Levi set his milk on the table and slid a sandwich in front of Riley. Riley pushed it back and folded their arms. "I didn't ask for that," they said. Levi glanced toward the crowded line, then back at the sandwich. He nudged it forward again. Riley stood up. A chair scraped. Two students at the next table paused, then went back to their phones. Levi held the sandwich with both hands, then set it down, unopened. He spoke, and Riley shook their head. The bell signaling the last five minutes chimed. Riley picked up their backpack and slung it over one shoulder. The strap twisted, and they yanked it straight. Levi reached out, then pulled his hand away. Riley shrugged, turned, and walked toward the exits. Levi stayed at the table until the clock above the serving window ticked to the half hour. He gathered the tray, carried it to the return, and left the sandwich on top, still in its wrapper.
Which point of view is used, and how does it influence what you know about the characters?
Third-person omniscient; the narrator tells us each character's thoughts, making their motives clear.
Third-person objective; the narrator shows only actions and dialogue, so readers must infer feelings and motives.
First-person; a narrator uses I to share personal feelings directly, creating strong intimacy.
Use of symbolism; objects stand for deeper meanings and reveal motives rather than point of view.
Explanation
The narrator reports only observable actions and dialogue with no thoughts. Authors use third-person objective to limit information, requiring readers to infer motives from what characters do and say.